Download Grade 3 CPSD Science Curriculum Guide

Grade 3
CPSD Science Curriculum Guide
Domain: Physical Science
Unit 2: Motion and Stability: Forces and Interactions
2014 – 2015
Unit Overview
Students learn to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or
magnetic interactions between two objects not in contact with each other. They will then apply their understanding of magnetic interactions to define a simple
design problem that can be solved with magnets.
NGSS Standards of Science and Engineering Practices
• Will be addressed in Science PD
NGSS: Cross-Cutting Concepts
• Will be addressed in Science PD
NGSS: Disciplinary Core Ideas
3-PS2.A: Forces and Motion
3-PS2.B: Types of Interactions
3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Common Core State Standards Connections
Math:
3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or
divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a
measurement scale) to represent the problem.
ELA:
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided
categories.
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Unit 2 NGSS Physical Science
Clover Park School District 10/20/2014
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Grade 3
CPSD Science Curriculum Guide
Stage 1: Desired Results
Transfer Goals
2014 – 2015
Students will be able to independently use their learning to…
• Analyze and apply mechanisms* of cause and effect in systems based on physical principles to define and solve problems.
*a natural or established process by which something takes place or is brought about
Meaning Goals
UNDERSTANDINGS Students will understand that…
ESSENTIAL QUESTIONS
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Cause and effect relationships are routinely identified, tested, and used to explain change
Some quantities need both size and direction to be described.
When past motion exhibits a regular pattern, future motion can be predicted from it.
Scientific discoveries about the natural world can often lead to new and improved
technologies, which are developed through the engineering design process.
• Electric and magnetic forces between a pair of objects do not require that the objects be in
contact
• Science, Engineering, and Technology are interdependent
Students will know…
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Acquisition Goals
Students will be skilled at…
Changes in an object’s motion are a result of forces that do not sum to zero.
Objects at rest typically have multiple forces acting on it to = zero net force.
Force size is dependent on the properties of the objects and the distance between them.
Magnetic force size is dependent on orientation relative to each other.
A force has strength and direction.
A force acts on an object.
Objects in contact exert force on one another.
Motion of an object has a pattern that can be observed and measured
Future Motion patterns can be predicted
Patterns of change can be used to make predictions.
Cause and effect relationships are routinely identified.
Engineering, Technology and Applications of Science are connected
Science findings are based on recognizing patterns
Science investigations use a variety of methods, tools, and techniques.
Unit 2 NGSS Physical Science
How can observing paths of motion help predict future paths of motion?
How impact does force have on objects in contact? Objects not in contact?
What is the relationship between science, engineering and technology?
How can force be described?
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Identifying determining factors of force size( properties, distances apart, magnet orientation)
Asking questions that can be investigated based on patterns such as cause and effect
relationships.
Defining a simple problem that can be solved through the development of a new or improved
object or tool.
Collaboratively planning and conducting an investigation to produce data to serve as the basis
for evidence,
Using fair tests in which variables are controlled and the number of trials considered.
Making observations and/or measurements to produce data to serve as the basis for evidence
Using evidence to explain phenomenon
Testing a design solution.
Judging the amount of force to use when causing things to move, stop, or change direction.
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Grade 3
CPSD Science Curriculum Guide
Stage 1 Established Goals: NGSS Disciplinary Core Ideas
2014 – 2015
3-PS2.A: Forces and Motion
Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero
net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but
not quantitative addition of forces are used at this level.) (3-PS2-1) The patterns of an object’s motion in various situations can be observed and measured; when
that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector
quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2)
Explanations, Examples, and Comments
How can one predict an object’s continued motion, changes in motion, or stability?
Interactions of an object with another object can be explained and predicted using the concept of forces, which can cause a change in motion of one or both of the
interacting objects. An individual force acts on one particular object and is described by its strength and direction. The strengths of forces can be measured and their
values compared.
What happens when a force is applied to an object depends not only on that force but also on all the other forces acting on that object. A static object typically has
multiple forces acting on it, but they sum to zero. If the total (vector sum) force on an object is not zero, however, its motion will change. Sometimes forces on an
object can also change its shape or orientation. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to
the force that the second object exerts on the first but in the opposite direction (Newton’s third law).
At the macroscale, the motion of an object subject to forces is governed by Newton’s second law of motion. Under everyday circumstances, the mathematical
expression of this law in the form F = ma (total force = mass times acceleration) accurately predicts changes in the motion of a single macroscopic object of a given
mass due to the total force on it. But at speeds close to the speed of light, the second law is not applicable without modification. Nor does it apply to objects at the
molecular, atomic, and subatomic scales, or to an object whose mass is changing at the same time as its speed.
For speeds that are small compared with the speed of light, the momentum of an object is defined as its mass times its velocity. For any system of interacting
objects, the total momentum within the system changes only due to transfer of momentum into or out of the system, either because of external forces acting on the
system or because of matter flows. Within an isolated system of interacting objects, any change in momentum of one object is balanced by an equal and oppositely
directed change in the total momentum of the other objects. Thus total momentum is a conserved quantity.
Grade Band Endpoints for PS2.A
By the end of grade 2. Objects pull or push each other when they collide or are connected. Pushes and pulls can have different strengths and directions. Pushing or
pulling on an object can change the speed or direction of its motion and can start or stop it. An object sliding on a surface or sitting on a slope experiences a pull due
to friction on the object due to the surface that opposes the object’s motion.
By the end of grade 5. Each force acts on one particular object and has both a strength and a direction. An object at rest typically has multiple forces acting on it, but
they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative
and conceptual, but not quantitative addition of forces are used at this level.) The patterns of an object’s motion in various situations can be observed and
measured; when past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity,
momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)
Unit 2 NGSS Physical Science
Clover Park School District 10/20/2014
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Grade 3
CPSD Science Curriculum Guide
2014 – 2015
3-PS2.B: Types of Interactions
Objects in contact exert forces on each other. (3-PS2-1) Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The
sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation
relative to each other. (3-PS2-3),(3-PS2-4)
Explanations, Examples, and Comments
What underlying forces explain the variety of interactions observed?
All forces between objects arise from a few types of interactions: gravity, electromagnetism, and strong and weak nuclear interactions. Collisions between objects
involve forces between them that can change their motion. Any two objects in contact also exert forces on each other that are electromagnetic in origin. These
forces result from deformations of the objects’ substructures and the electric charges of the particles that form those substructures (e.g., a table supporting a book,
friction forces).
Gravitational, electric, and magnetic forces between a pair of objects do not require that they be in contact. These forces are explained by force fields that contain
energy and can transfer energy through space. These fields can be mapped by their effect on a test object (mass, charge, or magnet, respectively).
Objects with mass are sources of gravitational fields and are affected by the gravitational fields of all other objects with mass. Gravitational forces are always
attractive. For two human-scale objects, these forces are too small to observe without sensitive instrumentation. Gravitational interactions are nonnegligible,
however, when very massive objects are involved. Thus the gravitational force due to Earth, acting on an object near Earth’s surface, pulls that object toward the
planet’s center. Newton’s law of universal gravitation provides the mathematical model to describe and predict the effects of gravitational forces between distant
objects. These long-range gravitational interactions govern the evolution and maintenance of large-scale structures in the universe (e.g., the solar system, galaxies)
and the patterns of motion within them.
Electric forces and magnetic forces are different aspects of a single electromagnetic interaction. Such forces can be attractive or repulsive, depending on the relative
sign of the electric charges involved, the direction of current flow, and the orientation of magnets. The forces’ magnitudes depend on the magnitudes of the charges,
currents, and magnetic strengths as well as on the distances between the interacting objects. All objects with electrical charge or magnetization are sources of
electric or magnetic fields and can be affected by the electric or magnetic fields of other such objects. Attraction and repulsion of electric charges at the atomic scale
explain the structure, properties, and transformations of matter and the contact forces between material objects (link to PS1.A and PS1.B). Coulomb’s law provides
the mathematical model to describe and predict the effects of electrostatic forces (relating to stationary electric charges or fields) between distant objects.
The strong and weak nuclear interactions are important inside atomic nuclei. These short-range interactions determine nuclear sizes, stability, and rates of
radioactive decay.
Grade Band Endpoints for PS2.B
By the end of grade 2. When objects touch or collide, they push on one another and can change motion or shape.
By the end of grade 5. Objects in contact exert forces on each other (friction, elastic pushes and pulls). Electric, magnetic, and gravitational forces between a pair of
objects do not require that the objects be in contact—for example, magnets push or pull at a distance. The sizes of the forces in each situation depend on the
properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. The gravitational force of Earth
acting on an object near Earth’s surface pulls that object toward the planet’s center.
Unit 2 NGSS Physical Science
Clover Park School District 10/20/2014
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Grade 3
CPSD Science Curriculum Guide
2014 – 2015
3-5-ETS1-A: Defining and Delimiting Engineering Problems
Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the
desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success
or how well each takes the constraints into account. (3-5-ETS1-1)
Explanations, Examples, and Comments
Asking Questions and Defining Problems- Questions are the engine that drive science and engineering.
Asking questions is essential to developing scientific habits of mind. Even for individuals who do not become scientists or engineers, the ability to ask well-defined
questions is an important component of science literacy, helping to make them critical consumers of scientific knowledge.
Science asks
• What exists and what happens?
• Why does it happen?
• How does one know?
Both science and engineering ask
• How does one communicate about
phenomena, evidence, explanations, and
design solutions?
Engineering asks
• What can be done to address a particular human need or want?
• How can the need be better specified?
• What tools and technologies are available, or could be developed,
for addressing this need?
Scientific questions arise in a variety of ways. They can be driven by curiosity about the world (e.g., Why is the sky blue?). They can be inspired by a model’s or
theory’s predictions or by attempts to extend or refine a model or theory (e.g., How does the particle model of matter explain the incompressibility of liquids?). Or
they can result from the need to provide better solutions to a problem. For example, the question of why it is impossible to siphon water above a height of 32 feet
led Evangelista Torricelli (17th-century inventor of the barometer) to his discoveries about the atmosphere and the identification of a vacuum.
Questions are also important in engineering. Engineers must be able to ask probing questions in order to define an engineering problem. For example, they may ask:
What is the need or desire that underlies the problem? What are the criteria (specifications) for a successful solution? What are the constraints? Other questions
arise when generating possible solutions: Will this solution meet the design criteria? Can two or more ideas be combined to produce a better solution?
How do engineers solve problems?
The design process—engineers’ basic approach to problem solving—involves many different practices. They include problem definition, model development and
use, investigation, analysis and interpretation of data, application of mathematics and computational thinking, and determination of solutions. These engineering
practices incorporate specialized knowledge about criteria and constraints, modeling and analysis, and optimization and trade-offs.
What is a design for? What are the criteria and constraints of a successful solution?
The engineering design process begins with the identification of a problem to solve and the specification of clear goals, or criteria, that the final product or system
must meet. Criteria, which typically reflect the needs of the expected end-user of a technology or process, address such things as how the product or system will
function (what job it will perform and how), its durability, and its cost. Criteria should be quantifiable whenever possible and stated so that one can tell if a given
design meets them.
Unit 2 NGSS Physical Science
Clover Park School District 10/20/2014
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Grade 3
Evaluative Criteria
NGSS STANDARD(s):
CPSD Science Curriculum Guide
Stage 2 - Evidence
SAMPLE Assessment Evidence
PERFORMANCE TASK(S):
Keeley Assessment Probes
3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of
balanced and unbalanced forces on the motion of an object.
[Clarification Statement: Examples could include an unbalanced force on one side
of a ball can make it start moving; and, balanced forces pushing on a box from
both sides will not produce any motion at all.]
3-PS2.A: Forces and Motion
Each force acts on one particular object and has both strength and a
direction. An object at rest typically has multiple forces acting on it, but
they add to give zero net force on the object. Forces that do not sum to
zero can cause changes in the object’s speed or direction of motion.
(Boundary: Qualitative and conceptual, but not quantitative addition of
forces are used at this level.)
2014 – 2015
Volume 3-Uncovering Student Ideas in Science
#8 Apple On A Desk
#10 Dropping Balls
[Assessment Boundary: Assessment is limited to one variable at a time: number, size, or
direction of forces. Assessment does not include quantitative force size, only qualitative &
relative. Limited to gravity being addressed as a force that pulls objects down.]
Identify the force that starts something moving or changes its speed or direction of
motion (e.g., when a ball is thrown or when a rock is dropped).
Give examples to illustrate that a greater force can make an object move faster than
a lesser force (e.g., throwing a ball harder or hitting it harder with a bat will make
the ball go faster).
3-PS2.B: Types of Interactions
Objects in contact exert forces on each other.
3-PS2-2 Make observations and/or measurements of an object’s motion to
provide evidence that a pattern can be used to predict future motion.
[Clarification Statement: Examples of motion with a predictable pattern could
include a child swinging in a swing, a ball rolling back and forth in a bowl, and two
children on a see-saw.]
3-PS2.A: Forces and Motion
The patterns of an object’s motion in various situations can be observed
and measured; when that past motion exhibits a regular pattern, future
motion can be predicted from it. (Boundary: Technical terms, such as
magnitude, velocity, momentum, and vector quantity, are not introduced
at this level, but the concept that some quantities need both size and
direction to be described is developed.)
Unit 2 NGSS Physical Science
Keeley Assessment Probes
Volume 1-Uncovering Student Ideas in Science
#5 Ice Cubes In A Bag
[Assessment Boundary: Assessment does not include technical terms such as period and
frequency.]
Measure and compare the distances moved by an object (e.g., a toy car) when given
a small push and when given a big push
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Grade 3
CPSD Science Curriculum Guide
3-PS2-3 Ask questions to determine cause and effect relationships of electric or
magnetic interactions between two objects not in contact with each other.
[Clarification Statement: Examples of an electric force could include the force on
hair from an electrically charged balloon and the electrical forces between a
charged rod and pieces of paper; examples of a magnetic force could include the
force between two permanent magnets, the force between an electromagnet and
steel paperclips, and the force exerted by one magnet versus the force exerted by
two magnets. Examples of cause and effect relationships could include how the
distance between objects affects strength of the force and how the orientation of
magnets affects the direction of the magnetic force.]
Keeley Assessment Probes
Volume 2-Uncovering Student Ideas in Physical Science
#22 Can Magnets Push Or Pull Without Touching
#23 Can You Pick It Up Without A Magnet
#24 Does A Magnet Pick Up Any Kind Of Metal
#25 What Happens When You Wrap A Magnet With Aluminum Foil
#26 What Happens If You Use The Other End Of The Magnet
#27 Does A Magnet Work Without Air
[Assessment Boundary: Assessment is limited to forces produced by objects that can be
manipulated by students, and electrical interactions are limited to static electricity.]
3-PS2.B: Types of Interactions
Electric and magnetic forces between a pair of objects do not require that
the objects be in contact. The sizes of the forces in each situation depend
on the properties of the objects and their distances apart and, for forces
between two magnets, on their orientation relative to each other.
Keeley Assessment Probes
3-PS2-4 Define a simple design problem that can be solved by applying scientific
ideas about magnets.
Keeley Assessment Probes
3-5-ETS1-1: Define a simple design problem reflecting a need or a want that
includes specified criteria for success and constraints on materials, time, or cost.
2014 – 2015
Volume 2-Uncovering Student Ideas in Physical Science
#1 Do the Objects Need to Touch?
#2 How Will the Balloons Move?
Volume 1-Uncovering Student Ideas in Science
#5 Ice Cubes In A Bag
[Clarification Statement: Examples of problems could include constructing a latch
to keep a door shut and creating a device to keep two moving objects from
touching each other.]
3-PS2.B: Types of Interactions
Electric and magnetic forces between a pair of objects do not require that
the objects be in contact. The sizes of the forces in each situation depend
on the properties of the objects and their distances apart and, for forces
between two magnets, on their orientation relative to each other.
Unit Pre/Post Assessment
Unit 2 NGSS Physical Science
Clover Park School District 10/20/2014
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Grade 3
CPSD Science Curriculum Guide
2014 – 2015
Stage 3 – Recommended Learning Activities
Choose from “pre-planned lessons”, or select individual activities to “build your own lessons” to best meet the needs of you and your students.
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In the “Pre-Planned” column you will find complete lessons that are options for you to use from start to finish as they are written.
In the “Build Your Own” column you will find numerous resources that may be used for you to design more personalized instruction
Pre-Planned Lessons
Complete Lessons
Picture Perfect Science
• Sheep in a Jeep, Ch. 14, p.197
• Brainstorms: From Idea to Invention, Ch.
20, p.291
• The Secrets of Flight, Ch. 23, p.345
• If I Built a Car, Ch. 25, p.373
More Picture Perfect Science Lessons
• That Magnetic Dog, Ch. 13, p.123
• Roller Coasters, Ch. 14, p.133
• Imaginative Inventions, Ch. 19, 197
Even More Picture Perfect Science
• Float Your Boat, Ch. 7, p. 65
• The Wind Blew, Ch. 8, p. 77
• Problem Solvers, Ch. 20, p. 279
FOSS KITS
Balance and Motion
Magnetism and Electricity
Unit 2 NGSS Physical Science
Science A-Z.com
Build Your Own Lessons/ Extension
Text Based Resources
Physical 5-6
Force and Motion
Focus Books
• Teaching Tips
• Roller Coasters
• Soccer
Quick Reads
• Weightless
• Motion in Sports
Process Activities
• Electromagnets
Career Files
• Electricity and Magnetism
• Force and Motion
Game Packs
• Electricity and Magnetism
Physical K-2
Magnets
• Teacher Guide
• Vocabulary Cards
Non Fiction Books
• Magnets (HIGH)
Quick Reads
• Magnets
Process Activities
• Magnetic Nails
Digital Resources
Videos:
• Bill Nye Motion
• How Magnets Work
• Cool Magnet Man
• Bill Nye Magnetism
Scholastic Study Jams
• Force and Motion Study
Jam
• Magnetism Study Jam
Things Move
• Teacher Guide
• Vocabulary Cards
Non Fiction Book
• Things Move (HIGH)
Investigation Packs
• People Movers
Career Files
• Magnets
Process Activities
• Things Moves
Science Diagrams
• Magnets Attract and Repel
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